Purposes of this study were: to examine the interrelationships between the three status dimensions of acceptance, competence and power; to ascertain whether sex differences exist in the pattern of these interrelationships; and to examine the relationships between teacher approval and disapproval and each of the three status systems. (Author/CB)

Examines the willingness of 11, 12, and 13-year-olds to report and identify a guilty peer. Type of interrogation condition and status of the guilty peer influenced the child's willingness to give information. Bibliography and tables. (JB)

Examined changes in low-accepted children's behavior and peer acceptance resulting from a social learning approach to social skill training. Three social skills were taught: asking questions, leading, and offering peer support. Trained children performed significantly better at follow-up than did control children. Results generalized to classroom…

Examined cross-race acceptance on a rating-scale measure which assessed how much children liked to play and work with each of their classmates. A total of 38 Black and 116 White children were tested in the third grade in 1973 and again in the sixth grade in 1976. (JMB)

Investigated impact of peer group acceptance and gender on quality of artwork produced by predominantly European-American friendship dyads of third through sixth graders. Found that high-accepted (according to sociometric ratings) dyads' artwork was rated higher in quality than low- and dissimilar-accepted dyads' artwork. Females raters…

The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing…

Examined were teacher perceptions of the classroom behavior of socially rejected, popular, and average children at prekindergarten, primary and later elementary grade levels. Teachers' personal preferences for children who differed in sociometric status were also investigated, as were the behavioral determinants of these preferences. Subjects were…

Presents a model for generating hypothetical examples of difficulties that handicapped students may encounter in mainstreamed settings. Additionally presents data to evaluate the effectiveness of hypothetical examples in promoting positive attitudes toward the handicapped. (RH)

The study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. (Author)

The results of this study indicated that there is no substantive evidence to support the hypothesis that teachers' perceptions of children as emotionally disturbed can be modified through the application of the Rosenthal effect. (Author)

The dyadic interaction of popular and unpopular children was compared. Analysis revealed that unpopular children were more disagreeable and less likely to provide a general reason or rule for their disagreement or to suggest a constructive alternative when criticizing a peer. (Author/MP)

A total of 95 boys between 6 and 12 years of age were assigned to 1 of 4 groups based on the presence or absence of aggression and rejection and were assessed for conduct problems, sociability, and adaptability to peer expectations. Discusses the distinct problem profiles that emerged. (MDM)